VIDBE-Q Volume 67 Issue 4
information, the environment, communication, and conceptual learning. While it is
encouraging to see that 812 children and youth are receiving intervener services, it
is also discouraging that this accounts for only 8% of the population" (Bull, 2020).
The role of interveners in educational settings is uniquely different from the
role of classroom paraprofessionals. Unlike general classroom aides, interveners
must have skills in deafblind intervention including communication methods,
environmental access, sensory loss, deafblind instructional strategies, and methods
to create independence rather than dependence. An intervener facilitates the
student's connection to others by explaining and modeling the student's specific
communication system, acting as a bridge to the world, and creating a safe and
supportive environment that encourages successful interactions. Also, an
intervener participates as an active member of the student's team including
attendance at Individualized Education Program (IEP) meetings, in order to
contribute valuable day-today knowledge of the student (Alsop et al., 2007).
Currently, the majority of states and local school districts don't recognize
the term "intervener" and won't support the designation of intervener services on a
student's IEP. As a result, many children and youth who are deafblind are being
served by paraprofessionals with little or no training. In some cases, districts will
support the services of a one-to-one aide, and perhaps agree to some type of
training, but they will consider that person to be a paraprofessional who is paid and
